Using the Assessment Record Sheet - Functional Skills English Level 1 Assessment Record Sheet Guidance - Requires improvement

Oct 20, 2026

Uploaded by Asher

Guidance for completing the Functional Skills English Speaking, Listening and Communicating Assessment Record Sheet at Level 1. It explains how to use one form for both the talk/Q&A activity and formal discussion, how assessors tick achieved criteria per task, and how learners should meet criteria on most occasions. It provides instructions for personalized assessor comments (about 50–100 words), required details, and includes example entries for Task 1 and Task 2.

LanguageEnglish

CategoryExam

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Using the Assessment Record Sheet

Assessment approach and ticking criteria

Assessor comments and required details

Level 1 pass requirements

Task 1: Talk and Question and Answer Session

Task 2: Discussion

Example records (requires improvement and good example)

Using the Assessment Record Sheet Functional Skills English Speaking, Listening& Communication Level 1 • One Assessment Record Sheet should be used for the assessment of a learner across both the activities-the talk/Q&A activity and the formal discussion. • For each assessed task, the Assessor must place a tick against each content statement/criterion if it has been achieved. Each specified criterion must be achieved in each activity for a pass to be awarded. • Learners need to be meeting each specified criterion on most occasions within each task. This means that the occasional lapse is acceptable, [e.g. in](e.g. in) using appropriate phrases, as long as the criterion is being met on most occasions. • When completing the ‘Assessor comments’ box for each task, the comments should be personalised and refer to the learner’s performance in relation to the relevant criteria. On average, the comments should be approximately 50 words to 100 words in length for each task. • If the learner has achieved all of the Level 1 criteria then the box above the assessor declaration must be ticked to achieve this. • All requested details must be included on each form, including the Pearson registration number for each learner, signatures and the details of the activity. Functional Skills English Assessment Record Sheet – Level 1 -Requires improvement Speaking, Listening and Communicating | Centre name: XXXX | Learner name: Jess | | --- | --- | | Centre number: XXXX | Pearson registration number: XXXX | All Subject content statements for each task must be achieved in order for a candidate to pass. | Use the space below to give details of the Task 1: Talk and Question and Answer Session | | | | | --- | --- | --- | --- | | Talk topic: Hobby | | | Date:
DD/MM/YYYY | | Group size: 3 | | | Duration:
| | Subject content statements | Tick if achieved | Assessor comments | | | L1.1 Identify relevant information and lines of argument in explanations or presentations | 􀀳 | Jess’s talk was very interesting and she met all the criteria. I learnt a lot about street dance. She also asked some good questions to the other learners-well done Jess!

| | | L1.2 Make requests and ask relevant questions to obtain specific information indifferent contexts | 􀀳 | | | | L1.3 Respond effectively to detailed questions | 􀀳 | | | | L1.4 Communicate information, ideas and opinions clearly and accurately on a range of topics | 􀀳 | | | | L1.7 Use appropriate phrases, registersand adapt contributions to take account of audience, purpose and medium | 􀀳 | | | Learners need to be meeting each specified criterion on most occasions within each task. | Use the space below to give details of Task 2: Discussion | | | | | --- | --- | --- | --- | | Discussion topic: Choosing a charity to support | | | Date:
DD/MM/YYYY | | Group size: 3 | | | Duration:
| | Subject content statements | Tick if achieved | Assessor comments | | | L1.4 Communicate information, ideas and opinions clearly and accurately on a range of topics | 􀀳 | Jess told us about Shelter, which is the charity that she supports. She spoke clearly and persuaded everyone to support her charity. She spoke appropriately most of the time, but did not give anyone else much of a chance to | | | L1.5 Express opinions and arguments and support them with evidence | 􀀳 | | | | L1.6 Follow and understand discussionsand make contributions relevant to the situation and the subject | 􀀳 | speak . | | | L1.7 Use appropriate phrases, registersand adapt contributions to take account of audience, purpose and medium | 􀀳 | | | | L1.8 Respect the turn-taking rights of others during discussions, using appropriate language for interjection | 􀀳 | | | | Details of any access arrangements used | | | | | N/a | | | | Learners need to be meeting each specified criterion on most occasions within each task. To pass the Speaking, Listening and Communicating component for Lev

FAQs

How should assessors record achievement on the Level 1 Assessment Record Sheet?

Assessors place a tick against each content statement/criterion that has been achieved for each assessed task. Each specified criterion must be achieved in each activity for a pass to be awarded.

What guidance is given for assessor comments for each task?

Assessor comments should be personalized and refer to the learner’s performance against the relevant criteria. The comments should be approximately 50 to 100 words per task on average.

What are the main requirements for learners to pass the Level 1 Speaking, Listening and Communicating component?

Learners must generally demonstrate Level 1 requirements consistently and effectively to an appropriate degree. Any weaknesses must be balanced by strengths so overall performance across the range of requirements is secure.

Oct 20, 2026

Uploaded by Asher